Employable Graduates for Responsible Employers

Research on the links between sustainability and employability in the graduate job market inrelation to higher education teaching and learning

Report to the Higher Education Academy

Adam Cade, StudentForce for Sustainability

February 2008

The rise and rise of the ethical graduate jobseekers and recruiters

2

Contents

Section Page

Summary 3

1 Research Focus 5

2 Policy Context 5

3 Stakeholders and Drivers 6

4 Terms 7

5 Methodology 8

6 Limitations 10

7 Findings 10

Students/graduates 10

Employers 15

University careers staff 19

Indicators of responsible practice 21

Sustainability competencies 22

8 Commentary 23

9 Recommendations 25

10 Appendices 29

Students/graduates questionnaire & results 29

Employers questionnaire & results 33

Careers staff questionnaire & results 37

11 Useful Resources 39

3

SummaryAimThe research, commissioned by the Higher Education Academy, explored the links betweensustainability and employability in the graduate job market in relation to higher educationteaching and learning.This was achieved in two ways – firstly, by researching the potential supply of graduateemployees committed to careers with environmentally and socially responsible employersthrough identifying the needs and expectations of students and recent graduates; andsecondly, by researching the graduate recruitment demands from employers committed toenvironmental and social responsibility through identifying their needs and expectations.Note: This research was commissioned in March 2006 and the first draft was completed inJuly 2007.

Method3 main stakeholders – students/graduates, university career staff and employersOnline questionnaire surveys, structured interviews, focus groups, workshopsFrom June 2006 and February 2007

Findings

General• The trend to more responsible employers is affecting the graduate job market and the

demand for more particular competencies from recent graduate recruits.• The graduate employability agenda is now closely linked to the employer sustainability

agenda.• There is mounting evidence and media coverage that students want to work for ethical

employers who are environmentally and socially responsible.• Many higher education institutions (HEIs) are responding to the challenges of education

for sustainable development (ESD) through institutional changes in terms of the campus,curriculum and community, but not so much in terms of competencies or careers.

Students/graduates• Differed in their responses in terms of gender, nationality, graduation year, and subjects

studied.• Mistrusted the claims of employers about their social and environmental responsibilities.• Considered the social and environmental ethics of an employer before making a career

choice.• Are concerned about the preparation for their employment provided by universities and

believed that sustainable development and corporate social responsibility (CSR) shouldbe taught more at universities.

• Expected more of their future employers and their universities than of themselves, interms of their social and environmental responsibility.

• Said that the social and environmental responsibility of the employer was not the maindeciding factor, but a differentiating one in their choice of job.

Employers• Considered the social/environmental ethics, values and experience of university students

as part of their graduate recruitment.• Said universities should do more to prepare students for working with employers who are

socially and environmentally responsible.

4

• Provided specialist induction and training for graduate recruits on their social andenvironmental responsibilities.

• Needed graduate recruits with specific competencies to support their social andenvironmental responsibilities.

• Wanted more interdisciplinarity in universities as a way of teaching about social andenvironmental responsibility.

University career staff• Requested information and guidance on the social and environmental reputation and

performance of employers.• Confirmed a growing trend for students and employers to consider the employer's social

and environmental responsibility.• Suggested that sustainability competencies should be more recognised in university

teaching.• Are becoming cynical about university statements of responsibility.• Recognised the employer's needs for social and environmental responsibility.

Recommendations

Teaching at university• Raise academic staff awareness about sustainable development and CSR• Relate student and staff volunteering to academic learning• Link universities and employers• Link sustainable development and CSR on campus with teaching and learning• Influence the educators for sustainable development• Build on student behaviour

Advising students• Raise awareness of careers staff about sustainable development and CSR• Guide students/graduates• Educate about careers as part of courses

Teaching competencies• Match academic and work-related competencies• Promote values education• Promote citizenship alongside university teaching and learning as a key part of

studentship

Comparing students• Replicate this research related to specific subjects and employment sectors

Developing curricula• Raise awareness about funding streams to market research employer and students

needs and interests and develop new teaching and learning• Explore new curriculum opportunities

Changing university cultureEnabling commitments

5

Research FocusThe Higher Education Academy and its Subject Centres, wishing to strengthen the linksbetween education for sustainable development (ESD), employment and the career choices ofgraduates, commissioned research into career opportunities and how the career choices ofgraduates were being influenced by the sustainable development agenda. Additionally, theysought to explore the connections between ESD and employability.

The research primarily focused on evidence for how the career choices of graduates and therecruitment of employers was being influenced by the sustainable development agenda ofemployers. It also explored how ESD in higher education institutions (HEIs) matched the needsof socially and environmentally responsible employers.

Research AimThe aims were to explore the links between sustainability and employability in the graduate jobmarket in relation to higher education teaching and learning. This was achieved in two ways –firstly, by researching the potential supply of graduate employees committed to careers withenvironmentally and socially responsible employers through identifying the needs andexpectations of students and recent graduates; and secondly, by researching the graduaterecruitment demands from employers committed to environmental and social responsibilitythrough identifying their needs and expectations.

Research QuestionsThe research attempted to answer certain key questions:

1. What is the evidence for any emerging demand from employers for environmentally-responsible graduate employees?

2. What is the evidence that students and recent graduates are making career choicesthat are influenced by environmental and social responsibility and selectingemployers who have adopted responsible practices as well as policies?

3. Is the ethical stance of an employer a significant consideration for students andgraduates when choosing potential employers?

4. Are employers looking to recruit graduates that have either an awareness ofsustainability issues or particular competencies that may help the employer toprogress their environmental and social responsibility?

5. Are there any gaps between the values, culture and competencies of new graduaterecruits and the requirements of employers?

6. How far should the employability agenda in universities be influenced by thesustainable development agenda of employers and what are the challenges for highereducation teaching, learning and career advice?

7. How can HEIs and their career services help match the supply of sustainably literategraduates with any demand from employers?

Policy ContextThe main policy context for this research is based on the Higher Education Funding Council forEngland (HEFCE) strategy on sustainable development which promotes a holistic approach toESD, focusing on campus, curriculum and community (the 3Cs), and emphasising the need forall graduates to be ‘sustainability literate’. The HEFCE strategy has given HEIs the greenchallenge to the 3Cs and this research links those to the employability agenda of HEIs byconsidering an additional 2Cs: careers and competencies.

Other recent policies and initiatives focusing on skills for employment have provided a basis forthis research. This includes the Leitch Review (Prosperity for All in the Global Economy: WorldClass Skills), established to consider the UK’s long-term skills needs, the Egan Report on Skillsfor Sustainable Communities, the work of the Corporate Social Responsibility (CSR) Academy,the DTI's interest in CSR, the development of Sector Skills Agreements by the Sector Skills

6

Councils and the increasing requirements for sustainability competencies by professionalbodies.The Leitch Review, amongst other reports and research, has highlighted that although 260,000graduates enter the world of work each year, there is a strong likelihood that the UK will fallbehind its competitors at degree level and above unless action is taken to ensure thatuniversities produce the graduates that our economy needs, with the skills employers value.

Stakeholders and DriversGraduate employabilityThere are six key stakeholders in the employability of graduates, who are all influenced invarious ways by government policies, either with a focus on the education, work experience orrecruitment of graduates. The key drivers for graduate employability inevitably start with theskills needs of the employers. (See Figure 1 below.)

Figure 1

Stakeholders and drivers in employer responsibilityThere are eight key stakeholders in the responsibility of employers that will be considered,again all of whom are influenced in various ways by government policies, either with a focus onthe employment of staff and the workplace, the marketplace of products and services, the widercommunity locally and globally, and the environment. The key drivers for employer responsibilitymainly start with the respect and motivation of the employees and potential recruits but also withissues around wider reputation, quality of processes, products and services and financialmanagement. (See Figure 2 next page.)

7

Figure 2

Terms Corporate social responsibility (CSR) – This is recognised by Business in the Community

and the European Union as having four main elements: 1) Marketplace – employeevolunteering that allows employees to learn about the marketplace, 2) Workplace – work-lifebalance that provides a happier workforce, 3) Community – good relations and dialogue withneighbouring and affected communities that improves public image and employee pride, 4)Environment – sound environmental management that reduces costs, avoids litigation andpenalties, and improves image.

Sustainable development – This research follows the term described by the Governmentand HEFCE.

Social and environmental responsibility - Many students and employers did not fullyunderstand the terms sustainable development and corporate social responsibility so wehave mainly used the phrases environmental and social responsibility when discussingthese issues.

Students/graduates –Part-time and full-time higher education students on undergraduate orpostgraduate courses, and recent graduates who have graduated in the last three years.

Higher education institutions (HEIs) – Universities and colleges of higher education in theUK.

Sector Skills Councils (SSCs) – 24 employer-based councils which identify the skillsrequired by employers in different sectors and work in partnership with educators andtrainers to develop these skills. They are supported and overseen by the Sector SkillsDevelopment Agency (SSDA).

National Occupational Standards –The national standards being agreed, set and reviewedwith employers and others to define the minimum competencies required for particularoccupations.

Sector Skills Agreements – All SSCs are currently developing agreements on the specificskills required by their employment sector, based on extensive mapping and analysis ofskills needs.

Association of Graduate Career Advisory Services (AGCAS) – The association representingand promoting HEI career advice and advisers.

8

Higher Education Academy Subject Centres –24 Subject Centres, based in particularuniversities, which promote and develop good practice and policy for higher educationteaching and learning in the UK.

Professional bodies –Membership organisations representing particular professions, oftenestablishing standards of admission and continuing professional development (CPD).

Indicator of Responsible Studentship –An indication of the socially- and environmentally-responsible activities of students/graduates. Many of the activities are commonly used inpublic opinion polls.

Voluntary sector –The not-for-profit sector which is governed by a voluntary board ofdirectors or trustees.

MethodologyThe research team was led by Adam Cade, Chief Executive of the educational charityStudentForce for Sustainability, which he co-founded with Professor Stephen Martin in 1996.Donna Druce provided valuable research assistance. The charity has provided paid placementsrelated to sustainable development with a range of employers to over 1,000 university studentsand recent graduates. It has also provided specialist career advice and training to careeradvisers.

The research was triangulated by focusing on three main stakeholders – students/graduates,university career staff and employers. However it was supplemented by also consulting staff ofthe Higher Education Academy Subject Centres, Sector Skills Councils, professional bodies andother key stakeholders. The research used online questionnaires, structured interviews, focusgroups, workshops, consultation with an advisory group and desk study. The research wascarried out between June 2006 and February 2007.

Online questionnaire surveysQuestionnaires were used with the three main stakeholders using SNAP software.

Student/graduate questionnaireA student/graduate questionnaire was advertised online by the Higher Education AcademySubject Centres, AGCAS, Graduate Prospects, Milkround, Doctorjob, and NUS Online, enablingan indirect circulation to over 100,000 students and recent graduates. The sample size of thequestionnaire survey was about average for opinion polls (1,392 respondents).A third of the sample had graduated over a year ago, a third had just graduated and a third werestill students. Two thirds were female. Just over 80% were UK passport holders. The mostcommon areas of study were:

Business, Management, Accountancy and Finance 19.1%Geography, Earth and Environmental Sciences 11.1%Engineering 7.5%Information and Computer Sciences 7.4%Sociology, Anthropology and Politics 6.8%Art, Design and Media 6.3%

The HEIs represented were English 81.9%, Scottish 9.3%, Welsh 8.4%, and Northern Irish0.4%. The sample enabled a reasonable comparison between the four UK countries & non-UK,university types, gender, graduation year, employment sector preference, and career serviceusers.

Employer questionnaireAn employer questionnaire was sent to over 1,000 human resource managers responsible forrecruiting graduates, as well as specialist CSR or sustainable development managers andsenior managers through professional bodies. A range of organisations were represented. The

9

sample size of employers for the questionnaire was small (87 respondents). The respondentswere about two thirds businesses, a quarter public and educational bodies, and less than 10%voluntary or not-for-profit organisations.

Businesses with over 500 employees 45Businesses with under 500 employees 15Public bodies or education 20Voluntary or not-for-profit organisations 7

University career staff questionnaireA university career staff questionnaire was used at a workshop at Durham University for careersadvisers. The sample was small (22 respondents from 18 universities in the North-East andYorkshire/Humber regions and Scotland).

Structured interviewsStructured telephone interviews were conducted with 25 employers as a follow up to theemployer questionnaire survey, and structured face-to-face interviews were conducted with 30employers at three university career fairs (in London, Birmingham and Nottingham) in May andJune 2006. Also as a supplement to the employer questionnaire survey, structured telephoneinterviews were conducted with staff of the 10 Sector Skills Councils (ConstructionSkills, Energyand Utility Skills, Financial Services Skills, LANTRA, Lifelong Learning UK, Proskills, SEMTA,SkillFast-UK, Skills for Care, and Summit Skills), the Sector Skills Development Agency, someprofessional bodies, Graduate Prospects, DoctorJob, the Association of Graduate Recruiters,Business in the Community, and the Chartered Institute of Personnel and Development.

Structured telephone interviews were conducted with staff of 12 Higher Education AcademySubject Centres and the Association of Graduate Career Advisory Services (AGCAS), as asupplement to the university career staff questionnaire survey. Group discussions were alsoconducted with career advisers at two AGCAS workshops.

Careers advisers workshopA day workshop for AGCAS members from the North-East and Yorskshire/Humber regions wasorganised to consult with a group of about 30 careers staff from 18 universities.

Student focus groupsThree focus groups were used to develop the questionnaires and gather quotations. They wereconducted in May 2006 at De Montfort, Leeds and Cambridge Universities, each with a cross-section of 10 students, selected by the careers services as a result of being widely advertised.

Advisory groupAn advisory group of experienced researchers and professionals involved with graduateemployability and employer responsibility provided valuable guidance on the research aim andapproach as well as the final report. They also helped to clarify the methodology, questions andmeans of distribution of the questionnaires. They included:

• Higher Education Academy – Simon Smith, Heather Witham and Stephen Sterling• Association of Graduate Career Advisory Services – Rose Mortenson• Association of Graduate Recruiters – Tracy Nolan• Graduate Prospects – Charlie Ball, Sarah Kite• Council for Industry and Higher Education – Bianca Kubler• Universum AB – Heledd Poole• National Union of Students Services Ltd – Jamie Agombar

10

• Arthur D Little – Justin Keeble, Head of Sustainability Services, UK• Sustainability Ltd – Seb Beloe, Director of Research and Advocacy• University of Leicester – Paul Jackson, Head of Employment Services

Desk study of related researchLastly some desk study was used to provide some of the commentary. No references are givenin this report. However it is planned that a fuller academic paper will be prepared in the nearfuture, perhaps in collaboration with other researchers.

LimitationsThere was only a small sample for the employer questionnaire. However this was supplementedwith a range of other business support organisations, especially the Sector Skills Councils.

No senior staff representing employers were interviewed. It should be recognised that theirviews and longer-term strategic perspective are likely to be more positively in support of theirsocial and environmental responsibilities. Further studies could interview senior managers toexplore future trends or compare employer's policy with practice.No university teaching staff were interviewed. However the HE Academy Subject Centresoffered a useful insight into the views of academic staff. Further studies could explore therelationship between university career staff and academic staff in terms of education foremployment and sustainable development.No comprehensive desk study was completed to relate this research to other research,especially with regard to competencies, graduate recruitment practices, and student opinions.Other organisations such as Universum, Council for Industry and Higher Education, CharteredInstitute of Personnel Development, National Union of Students, Forum for the Future, Peopleand Planet and Global Campus Monitor have carried our related research.

FindingsUnless otherwise noted, all percentage figures use the strongest evidence from thequestionnaire such as responses to “strongly agree”, “always”, “most”, and “very”.

Students/graduatesPercentage figures are from the student/graduate questionnaire survey. Quotations are fromstudents during focus group discussions or from student/graduate comments in thequestionnaire survey.The research investigated a range of issues including the trust of employers, the influence ofCSR and sustainable development on employment decisions, factors influencing impressions ofemployers, and reasons for choosing an employer.

Comparing studentsStudents/graduates showing the highest indication of socially- and environmentally-responsiblestudentship studied:

Education 58%Built Environment 53%Health Sciences and Practice 46%Materials 45%Social Policy and Social Work 43%Geography, Earth and Environmental Sciences 43%

11

Surprisingly the lowest indication came from Philosophical and Religious Studies (30%). Thespreadsheet analysis of the most positive responses against the 24 Subject Centre categories,gender, nationality and graduation year is in the appendix.A detailed comparison was made of the subject categories, represented by the 24 HigherEducation Academy Subject Centres, the respondents who studied those subjects and theiranswers to the questionnaire. Some of these questions were designed to indicate the socially-and environmentally-responsible studentship (or graduateness) of these students/graduates.The average percentage of the most positive responses to the relevant questions (numbers fiveto 10) were used to develop an Indicator of Socially- and Environmentally-ResponsibleStudentship.Female students/graduates (40%) appeared to show slightly more interest, awareness andneed for environmental and social responsibility amongst prospective employers than malestudents/graduates (37%).Non-UK passport holding students/recent graduates (43%) appeared to show slightly moreinterest, awareness and need for environmental and social responsibility amongst prospectiveemployers than UK passport holding students/recent graduates (38%).There was also a slight trend towards less evidence of social and environmental responsibilityamongst students as they graduated (from 41% for students due to graduate in 2009 to 37% forgraduates from 2004).Comments included:

“Graduates are becoming more and more aware of the environmental and socio-economicissues that have become increasingly important with the issues of global warming andfamine in less economically developed countries.”

Trusting employersMany students/graduates mistrusted the claims of employers about their social andenvironmental responsibilities. Their views about employers claims were often sceptical andcynical.Most student/recent graduate respondents agreed that employers should be relatively mostresponsible to employees (78%), closely followed by customers (68%), and then theenvironment (53%) and local community (49%). They agreed that employers should berelatively least responsible to shareholders (35%).Respondents were asked to name employers as both the most and least respected in terms oftheir social and environmental ethics. Businesses were both the most respected and leastrespected sector. As one might expect, a larger proportion of businesses were least respected.The voluntary sector was the next most respected. Of named employers, the CooperativeGroup (including the Cooperative Bank) was the most respected and McDonald’s was the leastrespected.

Employment Sector

% of students/graduates whonamed as mostrespectedemployers

% of students/graduates whonamed as leastrespectedemployers

Business 74% 96%Voluntary 16% 1%Public 7% 2%Local government 2% 1%Educational 1% 0%

EmployerCooperative Group 13% McDonald’s 16%Body Shop 10% Nestle 10%Oxfam 4% Shell 7%Greenpeace 2% Tesco 4%BP 3% BP 4%Innocent Drinks 3% Esso 3%

12

Universities were believed by students/graduates to practice and promote good social andenvironmental values more than employers do. About a third of students/graduates believedthat “most employers practice and promote good social and environmental values”. However, aquarter did not have a view either way. Only a very small proportion of students/graduates (2%)strongly agreed. Most students/graduates (56%) thought that “most universities practice andpromote good social and environmental values”.Comments included:

“Attitudes towards more ethical practice are often poor with management and staff notbeing given appropriate training. They are not expected to care about these issues askeeping costs down is seen as more important.”“A lot of companies do the talk but don't do the walk.”“A lot of organisations may say they take their social and environmental responsibilitiesseriously but in reality they don't; profit appears to be more important.”“Businesses are never squeaky clean – and won't be too thrilled about potential/currentemployees questioning them about it. Generally they just tick a few boxes in that directionto claim their environmental brownie points.”“Promoting and practicing social and ethical responsibility are quite different issues. In myexperience most companies are keen to promote the issues. However actual evidence ofpracticing them, or developing them to a higher level, is not so clear.”“As for the employer responsibility, there is a large gap between what is written in missionstatements and protocols and what is actually practiced. Unfortunately, I continue to findthe predominant culture in private and some public organisations being skewed towardsprofit making, lacking concern for social and environmental responsibility and seriouslybreaching equal opportunity practices.”“From my research, I have found that employers often try to appear to have corporatesocial responsibility in theory, but in practice it does either not exist, or exists to theminimum possible extent.”“A bad example was IKEA. We looked at the company as part of the course and they useyoung people to make their products, working in very bad conditions. You buy cheapproducts but you need to realise how they are made.”“I don't think it's the role of business or employers to sacrifice their profitability forenvironmental ethics. Smart regulations should ensure that. However, businesses shouldbe held accountable for any 'sustainability' claims they make.”

Choosing employersThere is evidence that the trend to more ethical and responsible employers is affecting thegraduate job market and the demand for more particular competencies from recent graduaterecruits.Students/graduates were concerned about the kind of employer for whom they work. They oftenjudged and selected potential employers based on their reputation and commitment tosustainable development and corporate social responsibility. However, responsible employerpractice was a differentiating but not a decisive factor for students and recent graduates inchoosing an employer. Peers, the media and university culture were also significant influenceson their selection. The research showed evidence that the proportion of students/graduates whowant to work for responsible organisations is growing.The overall impression from the three focus groups was that about a third of the attendeeswould greatly consider the ethics of a company before choosing an employer, a third would notparticularly consider it, and a third would consider it although it would not be a priority.The employment sector of choice was the private sector. The least popular sector was thevoluntary or third sector.Most student/recent graduate respondents agree that career progression and professionaldevelopment (68%) and atmosphere and culture of the workplace (64%) were the mostimportant criteria when selecting a potential employer and job, followed by location and local

13

environment (53%) and pay and perks (45%). These were seen as more important than thesocial and environmental ethics of the employer (37%). However the financial performance ofthe employer (21%) was seen as the least important.Nearly a fifth of respondents (17%) always considered the social and environmental ethics of anemployer before making a career decision. Over half the respondents (56%) had at some timeconsidered the social and environmental ethics of an employer before making a career choice,whilst about a quarter (27%) had never done so.Students considered the social performance of employers (41%) relatively more important thantheir financial performance (35%), closely followed by their environmental performance (30%),for choosing a future employer.Comments included:

“For all the people trying to save the world or promote good social environments, etc. thereis little point joining an organisation that practices these things because nothing willchange! It would perhaps be far more effective to join an organisation with a badreputation for these things and try to change it.”“I believe that if given the choice between two similar universities or employers, thegraduate would almost always opt for the ethical one.”“It’s easier to train someone than change their whole attitude towards the industry. Theyare looking for the right attitude rather than skills.”

Researching employersStudents/graduates identified a range of ways in which they find out about the environmentaland social responsibilities of potential employers. They also commented on the support andadvice they received for their research.Websites and leaflets were seen as easily the most common source of information about thesocial and environmental performance of employers (72%) for recent graduates, followed by jobadverts (32%) and reputation with friends (27%). Employer’s staff and reception (18%), annualreports (17%), indices and league tables (13%) were seen as the least used.Comments included:

“Surely a healthy society has people working for a living at things they enjoy doing, arehelpful to the rest of society, and that they can make a living doing. These kind of careersdo exist, but if you want to find them you are usually on your own.”“It is sometimes difficult to judge whether the public persona of a company's socialresponsibility is a true reflection of their core values and of what actually happens in thecompany. For example, BP promoting social responsibility and at the same time trying todrill in areas that would destroy local wildlife and the local human community's homes andcultures. There seems to be an increase in green and socially-minded companies but it isbecoming increasingly difficult to determine whether this is simply companies greeningthemselves to benefit their public image or whether it is something they value.”“It would be of benefit to know how to best get environmental and ethical information aboutcompanies we are interested in working for. I think this could be delivered within the PDPframework of university courses.”“It's difficult to make a reasoned judgement about an employer if you've not made specificinvestigations into whether they are socially/environmentally friendly. Reading anewspaper headline does not necessarily give the full picture.”

Learning at universityStudents/graduates were concerned about the preparation for their employment provided byuniversities. A small proportion of the students had already been formally educated about suchissues at university, whilst the majority had developed an interest outside their studies.A large majority of students and recent graduates believed that sustainable development andCSR should be taught more at universities. There was a strong interest from students to learnmore about CSR and sustainable development, regardless of students’ area of study.

14

Nearly a quarter of the respondents (24%) had never asked for advice from their universitycareer service, whilst 15% asked for a lot of advice. However 70% said they would like to getcareers advice from their university as part of their course, and a quarter (25%) said they maylike to get more advice. Over half (52%) said they would like to get more advice from theiruniversity career service on how to research the social and environmental responsibility of anemployer, and a third said they may like to get such advice.Comments included:

“During my second year I had a module called Professional Studies which covered issuessuch as ethics in the work place.”“I have never been taught anything to do with sustainability on my degree – which is a veryimportant design issue.”“Ethical behaviour and the environment are important to me regarding an employer,especially in the tourism business.”

Practicing responsibilityThe student/graduate respondents expected more of their future employers and theiruniversities than of themselves, in terms of their social and environmental responsibility.Students and graduates had higher expectations of their future employers than of their owncurrent practice in terms of recycling (54% expected employers to always recycle, compared to37% of students who always recycle). The same pattern was found for conserving energy (58%and 24%), buying environmentally-friendly products (37% and 10%), buying locally (25% and24%), investing ethically (37% and 7%), supporting public transport (39% and 36%), supportingcharities ( 31% and 19%) and supporting volunteering (35% and 10%).The student/graduate’s most preferred socially- and environmentally-responsible practice in thefuture by their university was recycling (78%) and conserving energy (76%), followed bysupporting the use of public transport (65%), supporting volunteer work (60%) and buyingenvironmentally-friendly products (59%). The order of preference relates closely to their ownpractice and their expected practice for future employers, although they expect others to domore in terms of supporting volunteering, investing ethically and buying environmentally-friendlyproducts.The most common indicators of the regular social and environmental responsibility of students/graduates were recycling (37%), using public transport (36%), shopping locally (24%),conserving energy (24%), supporting a charity (19%), buying environmentally-friendly products(10%), volunteering (10%) and investing ethically (7%).

Needing employmentStudents/graduates often said that the social and environmental responsibility of the employerwas not the main deciding factor, but a differentiating one in their choice of job. Their mainconcern was to get a job.Comments included:

“It is sometimes difficult to consider all the social, ethical and environmental policies ofpotential employers, especially when it is so hard to find a job without five yearsexperience in the field!”“In an ideal world, we could make our decision about employment based on the mostethical and environmentally-friendly employers. But in the real world, the suitable jobs areoften with less ethical companies and, in order to live, we must make a compromise.”“In my very long experience, if you're poor, had limited access to education, and desperatefor a job, you can't be too particular about an employer's ethics. I live in the real world andhave had to take any job I can get just to survive – irrespective of my/their ethical values.Notwithstanding, I have tried to be 'a good citizen' throughout my working life because I dohave a social conscience.”“The main concern to graduates is to get a job in the first place! When we have theopportunity to choose to work for a more ethically-sound employer, I am sure we would alldo it. But at the end of the day, we need a job, we need money to live, so this is not a

15

major concern amongst graduates. Ask people already employed, I'm sure your resultswill be different.”“Employers need to be more willing to offer summer work experience placements. They allwant students to have experience when they finish university and enter the job market. Butmany are unwilling to give them the chance to gain it!”

Employers

Recruiting graduatesThere was both direct and indirect evidence that some employers, especially larger businesses,considered the social/environmental ethics, values and experience of university students as partof their graduate recruitment. The research showed evidence that there is a growing proportionof employers who want to attract recent graduates with responsible values that fit their own.

About a quarter of HR staff of employers said that their policies on sustainable development orcorporate social responsibility affect the way they recruit recent graduates.Most employers focused on career progression and professional development (59%) to attractpotential graduate employees, closely followed by the types of services or goods provided tocustomers (58%) and the atmosphere and culture of the workplace (47%). These were seen asmore important than the social and environmental ethics of the employer (23%), the pay andperks (31%) or the location and local environment (26%). However larger businesses thoughtthat social and environmental ethics was relatively more important than other sectors did. Thefinancial performance of the employer was seen as the least important.Over 40% said they always mentioned social and environmental responsibility. About 75% ofemployers said they had included it in staff training at some time and about two thirds said theyhad included it in staff induction at some time, with about a quarter always including it in stafftraining and induction.Over half of employers had at some time used social and environmental responsibility in theirselection of recent graduates and in their questions as staff interviewers. Equally ,over half ofemployers had been asked about it by recent graduates at interview. Also over half (54%) saidthat they will be looking in the future to employ recent graduates that are socially andenvironmentally responsible.Comments included:

“We have a CSR policy, schemes to protect the environment and a Good cause fund. Weare listed as a Sunday Times Best Small Company to work for, something we are awarehas a positive impact for us when we are recruiting. The next stage for us to work on ishow we increase awareness of what we do both internally and externally.” – Brita“We have included sustainability and waste management into our factors that need to besatisfied by a graduate applicant.” – Jackson Civil Engineering Ltd“Graduates who can demonstrate that they have undertaken charity or volunteer work atuniversity are well respected.” – Grant Thornton“Sustainable development is part of our business plan and therefore we need graduates tohelp us deliver.” – East Midlands Regional Authority“We promote our CSR policy as part of our recruitment campaign as we require all ourgraduates to take their social responsibilities seriously.” – Yorkshire Water“We are focussed on the long term, so recruiting graduates who will stay with us isimportant so us.” – EDF Energy“We include behavioural questions on ethics/values in the recruitment process.” – CibaSpeciality Chemicals plc“We are keen to select graduates with keen social awareness. CSR activities areencouraged.” – Brabners Chaffe Street Solicitors“We promote CSR to undergraduates so they understand how important it is to us as anorganisation.” – KPMG

16

“Whilst corporate and environmental responsibility is taken seriously by the firm, andactively promoted, it does not feature as highly on the agenda for trainee recruitment ashighly as other skills and personality requirements. Overall, this is built into the personprofile we look to recruit, i.e., people who care about the local community, who are activelyinvolved in charity or volunteer work and who try to minimise their environmental impact.” –Anonymous legal firm“Increasingly we are aware that both graduates and more experienced candidates arelooking for companies who take CSR seriously.” – SkillFast-UK

Comparing employersThe four main employment sectors – larger businesses, smaller businesses, public sector andvoluntary sector – differed in their responses.

For the promotion, recruitment, staff induction and training in terms of social and environmentalresponsibility, larger businesses were most demanding. Over half the larger businesses often oralways included social and environmental responsibilities in the staff induction and training.The responses from businesses with over and under 500 employees differed significantly. Ofthe four employment sectors, businesses with over 500 employees were most supportive of anemployer’s social and environmental responsibility and businesses with less than 500employees were least supportive. The larger businesses claimed to be most aware of the valueand promotion of their own social and environmental responsibility, as well as that of recentgraduates whom they would wish to recruit. Over a third of the larger businesses (36%) alwaysincluded social and environmental responsibility in the induction of recent graduates, asopposed to 13%-15% for smaller businesses, public bodies and voluntary organisations. Thirty-eight percent of the larger businesses were often asked about environmental and socialresponsibility by graduates at interview and 42% often used social and environmentalresponsibility in the selection of recent graduates.Businesses with under 500 employees appeared to value social and environmentalresponsibilities less than larger businesses and organisations in the public and voluntarysectors. Only 33% of smaller businesses thought is was important for employers to take theirsocial and environmental responsibility seriously, compared to 80% of larger businesses, 65%of public bodies and 57% of voluntary organisations.

Making commitmentsMany employers had policies and staff specifically dedicated to environmental and socialresponsibility.Nearly all the employers (87%) had a policy on sustainable development, environmentalmanagement or CSR, with only 10% currently developing one. A quarter (26%) said that theirpolicy affects the way their organisation recruits staff.Nearly three quarters of employers (70%) have a leading member of staff responsible forsustainable development or CSR.The employers claimed they knew more about CSR than sustainable development, with all ofthem knowing the terms, about a third knowing a great deal about CSR and a quarter knowing agreat deal about sustainable development. As a result the responses from human resourcemanagers, specialist CSR or sustainable development managers and senior managers differedsignificantly.Employer responsibilities were primarily to the local and global community and environment,and secondarily to local and global producers and suppliers. About 90% of employers agreedthat it is important for employers to take seriously their responsibilities to society, theenvironment and the communities in which they operate. Eighty percent agreed that it will befinancially rewarding for their organisation to be socially- and environmentally-responsible in thefuture (41% strongly agreed), whilst 62% claimed they were socially responsible and 64%claimed they were environmentally responsible.

17

Comments included:“All UK and world businesses and governments have a responsibility to protect theenvironment and its resources, and its sustainability for the future. Most high calibregraduates are of the same view and it is encouraging that this work is being undertaken tosupport the next generation of business leaders in bringing about change to improvesustainability.” – Bruntwood Ltd“A survey of 12 Chief Executives six months ago [with questions about] the top economicand business issues, …the main concern [being] of energy (especially due to rises in gasprices), [revealed that businesses are] responding to changing consumer lifestyles and EUenvironmental legislation (e.g., about pollution control).” – Proskills“Environmental responsibility is low, [b]ecause small organisations are poorly funded. Butissues of travel and transport, energy and sustainable procurement [are important].” –Skills for Care“The Council covers five employment sectors – higher education, further education,libraries and archives, work-based learning and community development. It has 1 to 1.2million employees, mainly in the public sector. It is unique amongst the [Sector SkillsCouncils (SSC)] as employees are both receivers and givers of skills training andeducation. In this respect it is a centrally important SSC.” – Lifelong Learning UK“The sector is dominated by micro-businesses. Ninety percent of the sector has less thanfive employees, of which 60% are sole traders. There is no data on graduate employment.The environmental industries recruit most graduates. Sustainable development is muchmore important to the sector than CSR. However social inclusion and animal welfare areimportant CSR issues for the sector.” – LANTRA

Teaching at universityOver half of the employers (55%) said universities should do more to prepare students forworking with employers who are socially and environmentally responsible.

Informing recruitsMany employers, as well as students/graduates, rely on websites to research the social andenvironmental responsibilities of employers.The social and environmental responsibility of employers was mentioned in publicly-accessibleinformation (e.g., websites) at some time by nearly 90% of employers. Websites and leaflets(67%, 72% for students specifically) were seen as easily the most common source ofinformation about employers for recent graduates, followed by job adverts (24%, 32% forstudents) and then reputation amongst friends (14%, 27% for students). Annual reports (13%,17% for students), indices and league tables (10%, 13% for students) were seen as less used.So this is roughly the same proportion as for students/graduates.The bank Dresdner Kleinwort, like an increasing number of employers, has a CSR section ontheir graduate recruitment webpages.

Supporting graduatesMany employers provide specialist induction and training for graduate recruits on their socialand environmental responsibilities, particularly focusing on employee volunteering and charitywork, but also on environmental management.Comments included:

“We talk to graduates about our community affairs programmes and the ethical nature ofour organisation.” – Financial Services Authority“We place a lot of emphasis in promoting our sustainability strategy to graduates.” –Carillion plc“Sustainable development is important to us as an organisation and is also something thatour graduates value.” – ABN Amro

18

“[We] have established [our] own Graduate Corporate Social Responsibility initiative calledn:gage – the umbrella name for National Express: Group and Graduates Engaging.” – TheNational Express Group

Needing competenciesMany employers, as well as Sector Skills Councils, believe that they need graduate recruits andstaff with specific competencies to support their social and environmental responsibilities.Comments included:

“Most activity in terms of social responsibility is with the community development sector,where the needs are widening participation, diversity and social cohesion. [We are]developing a skills needs assessment. The National Occupational Standards forcommunity development workers include competencies for developing sustainablecommunities.” – Lifelong Learning UK“SEMTA is aiming to develop a Careers and Competence Framework which include[s]sustainable development and CSR in its detailed job-specific skills for each sector. Themain driver for change in teaching and learning about sustainable development and CSRis the UK-SPEC. This is the UK Standard for Professional Engineering Competence. Itwas developed by panels representing professional engineering institutions.” – SEMTA“[We have] staff with specific responsibility for sustainability. Research by Annie Hall onsustainable development [has been completed] in the construction industry. [We have]developed [a] strategic action plan and what skills [are] required, which will influence theNational Occupational Standards.” – ConstructionSkills“Sustainability [is] one of several cross-cutting themes to be considered by all the SectorSkills Councils (SSC), alongside equal opportunities and health and safety. Sustainabilitywill now be recognised by the SSC through the Sector Skills Agreements, most of whichhave now been developed. Sector Skills Agreements are being developed by the Councilsas one of the tools to change the balance from the supply side (of universities and others)to the demand side (of employers).” – Sector Skills Development Agency“Sustainable development is close to the heart of the SSC and is recognised as a cross-cutting theme like health and safety. It is included in the skills mapping and considered byall the working groups of employers. The Council covers three employment sectors – theanimal health industry, land management and production, [and] environmental industries.Each has a section on sustainable development in the Foundation Degree Frameworksthat are being developed.” – LANTRA“Consultation with employers on the foundation degree shows that they want many of thecompetencies associated with sustainable development and CSR – making links [and]seeing the bigger picture [which is] especially valued for the professional development ofmanagers.” – Financial Services Skills“Consumer confidence in the installers of renewable technologies, such as photovoltaiccells and wind turbines, will be lost unless there is considerable up-skilling. For example,the installation and maintenance of much renewable technology equipment needs theskills of a team of plumbers, electricians, scaffolders and roofers to work together at thesame time, or for small businesses to have highly multi-skilled staff.” – Summit Skills“Employers see that commitments to sustainable development can give a competitiveedge, especially in public sector contracts, as government departments aim to becomecarbon neutral by 2012.” – SEMTA“Huge growth predicted in microgeneration, for example in large-scale new build, […] willdemand a new set of skills.” – Summit Skills“[Sustainable development is the] top priority of [the] sector – yes definitely. Employers saysustainable development is “what they do”, as it is central to the management of energy,water and waste. Most skills required are traditional but there are unique skills required fornew product development. Sectors, especially water, [are] keen to develop a marketingbrand that is strongly associated with sustainable development.” – Energy and Utility Skills

19

“The issues of graduate level skills and knowledge pertaining to CSR and sustainabilityhave a sector-specific dimension and are growing in prominence. Key concerns are 1)sustainability issues in the supply chain and the need for ethical sourcing – use of toxicchemicals at many stages of production, water consumption in cotton cultivation, energyuse in laundering, high waste volumes of clothing etc.; and 2) responding to socialconcerns – low paid workers in developing countries, use of codes of practice in respect oflabour standards, etc. However, it’s my view that only recently has consumer pressurereally been brought to bear on the sector; large companies aside, the business challengesand associated skills needs are not widely appreciated and articulated by employersexcept where there is a direct impact through direct regulation, for example. Conversely, Isuspect the performance and image of sector companies in this area has a major andgrowing impact on the career choices of the most able graduates.” – SkillFast-UK“Social responsibilities around globalisation and social cohesion are high priorities.Environmental responsibilities are less of a priority, although the new build of educationalestablishments has demands for innovation in terms of sustainable design andenvironmental management.” – Lifelong Learning UK“Sustainable development is one of the top 10 priorities for the sector. Ethical productionand fair trade are increasingly important issues in the sector.” – SkillFast-UK

Working across disciplinesMany Sector Skills Councils encouraged more interdisciplinarity in universities as a way ofteaching more about social and environmental responsibility.

Comments included:“Compartmentalisation in universities is a big issue for us. There is a need forinterdisciplinarity. For example, social care and social models of the economy look athuman capital as well as financial capital. If you invest in this, it will help that. ResearchCouncils, such as ESRC, push interdisciplinarity with cross-sector investigations, learningand research. But it is not seen as a career-enhancing move in universities to work withother departments.” – Skills for Care

Working with universitiesThe Sector Skills Councils (SSCs) want to develop closer links with universities, enablingacademic staff to understand the needs of employers in terms of their social and environmentalresponsibilities.Comments included:

“Certain employers and universities are working well together but it generally needs morework on both sides.” – Energy and Utility Skills“SSCs are new and developing their relationships with the Higher Education AcademySubject Centres and professional bodies. They now provide a wider view of the employerperspective on particular sectors and hence for particular Subject Centres.” – LANTRA“We should close the loop on the demand and supply side in terms of graduateemployability and sustainable development by employers.” – SEMTA

University careers staffUniversity careers staff and graduate recruiters confirmed the recent growth in student demandfor information and guidance on the social and environmental reputation and performance ofemployers.

Recruiting studentsMost respondents said their universities did not advertise their policy of social andenvironmental ethics to attract potential students. However, a third of respondents were notclear about their policies.

20

Working with employersTwenty-five percent of university careers staff said they actively seek to work with socially- andenvironmentally-responsible employers.

Advising studentsUniversity careers staff confirmed a growing trend for students and employers to consider theemployer's social and environmental responsibility.Most respondents (84%) recognised that it will be financially rewarding for employers to besocially- and environmentally-responsible in the future, and most (81%) agreed that universitiesshould do more to prepare students for working with employers in terms of their social andenvironmental responsibilities. Most respondents (64%) also agreed that students increasinglyconsidered the social and environmental values of potential employers. However only about aquarter said they informed students about an employer’s responsibilities to the local communityand or the environment.Comments included:

“Employers that I have visited in recent weeks (HSBC, PWC) were keen to emphasisetheir CSR. They felt a need to respond to some of the perceived negative impressionsheld by students in respect to corporate bodies.”

Teaching competenciesUniversity careers staff suggested that the six selected sustainability competencies should bemore recognised in university teaching. HE Academy Subject Centre staff identified some of themain drivers for curriculum change in terms of competencies related to social andenvironmental responsibility.

Comments included:“Higher education should be at the forefront of this. We are educating the brightest for thefuture so we need them to be aware, etc.”“I think there would have to be a sea change before these competences becomeparamount throughout [higher education]. These relate to the concept of graduateness andvalues.”“Uni does not seem to be a time of thinking – it is media, alcohol, designer labeldominated. Yet students are aware of issues but maybe postpone dealing with them. Wewant to develop a workshop to help students discuss issues, research institutions, askquestions and present their aspirations.”“Ethics is a touchy subject for English academic staff. They encourage students to identifyand judge viewpoints and perspectives in any writing, to search for alternative viewpoints,and understand the factors that influence these viewpoints. This critical, independent,academic approach is typical of many of the humanities. Students should be skilled atlooking critically at any written material that promotes an employer’s social andenvironmental responsibilities.” English Subject Centre“[The] main driver for engineering academic staff is the UK Spec devised by theEngineering Council (representing the engineering professional bodies) [and] the QAA.This describes benchmark statements, some of which cover social and environmentalresponsibilities. These are used by the professional bodies to accredit courses.”Engineering Subject Centre“Professional body standards, when used for accrediting courses, are a major driver forincorporating CSR and sustainable development in curriculum, increasingly followed bythe new National Occupational Standards. In 1999 the British Computer Society includedthe requirement to cover the legal, ethical and social aspects of IT.” Information andComputer Sciences Subject Centre“Young people’s values are still developing rapidly while they are at university, [and are]especially influenced by their peers. They may easily change when they move into fullemployment, become householders and adult consumers or develop long-termrelationships and families.” English Subject Centre

21

“Students may be far too ready to sign up to media hype about the environment withoutthe critical analysis that is needed [to] make sense of the soundbites.” Art, Design andMedia Subject Centre

Practicing responsibilitySeveral staff, as well as students, were cynical about university statements of responsibility.Comments included:

“Our institution talks up its environmental virtue, but uses throwaway plastic cupsexclusively in the cafeteria, as well as throwaway salad boxes, soda in plastic bottles,coffee stirrers, paper, etc.”

Choosing employersSome Subject Centres recognised their student's interests.Comments included:

“Most students would rate working ethically above working profitably.” Art, Design andMedia Subject Centre

Working across disciplinesThe need for interdisciplinarity was recognised by some Subject Centres.Comments included:

“Interdisciplinarity may occur most where English blurs into Media Studies, for example,with Cultural Studies.” English Subject Centre“We need to promote institutional interdisciplinarity, but the system inhibits it – forexample, enterprise education needs an interdisciplinary approach.” Information andComputer Sciences Subject Centre

Needing competenciesSome Subject Centres recognised the employer's needs for social and environmentalresponsibility.Comments included:

“Professionals in this sector are increasingly aware of environmental and social impacts,and increasingly creative at reducing these impacts or developing appropriate responses.”Art, Design and Media Subject Centre“There is a mismatch in this respect between employer requirements and studentcompetencies. Generally IT student are not good at soft skills.” Information and ComputerSciences Subject Centre“Sustainable development is an important issue in the IT sector.” Information andComputer Sciences Subject Centre

Indicators of responsible practice

Practicing responsibilityEight indicators that are commonly associated with socially- and environmentally-responsiblepractice were selected to compare the views of students/graduates, employers and universitycareer staff. They were:• Recycle• Support a charity• Volunteer work• Use public transport• Invest ethically• Buy locally

22

• Conserve energy• Buy environmentally-friendly productsFor all three questionnaire respondent groups – students/graduates, employers and universitycareers staff – recycling (35%) was the most commonly selected indicator, followed by usingpublic transport (33%) and conserving energy (29%) by all respondents. The least commonlyselected were investing ethically, buying locally, and buying environmentally-friendly products(17 – 19%).There is considerable difference in the claimed activities and expectations of the three differentgroups of respondents, with students/graduates expecting more from their future employers andtheir universities than themselves, as well as employers claiming more activities by theirorganisations than they expect from potential employees in their home life.Twenty-one percent of students claimed they always do these activities, whilst 39% expect afuture employer to always do these activities, and 61% expect their universities to always dothese activities in the future. Six percent of employers always expected a potential employee todo these activities in their home life, whilst 33% of employers claimed that their organisationsalways do these activities. Fourteen percent of university careers staff claim their universityalways does these activities, but only five percent expect students/graduates to always do theseactivities.

Sustainability competenciesThere was some evidence to suggest that there is a gap between graduate competencies andemployer requirements for graduate competencies in relation to an employer’s social andenvironmental responsibilities.

Six competencies commonly associated with environmental and social responsibility wereselected to compare the views of students/graduates, employers and university careers staff.They were:• Analyse using many disciplines• Judge using precaution as well as scientific evidence• Act as a responsible citizen locally and globally• Plan for the long term as well as the short term• Use resources efficiently• Think of the whole system and the links

The last three competencies (planning, efficiency and systems thinking) were viewed by allrespondents as more important than the first three competencies. Most of the university careersstaff (63%) believed employers considered these competencies when recruiting graduates.Nearly one in five employers (19%) always considered them when recruiting graduates.A third of all respondents considered these competencies as very important to develop throughuniversity education, with students/graduates at 25%, university careers staff at 39% andemployers at 31%. “Planning for the long term as well as the short term” was viewed as themost important competency to develop (41%), with “judge using precaution as well as scientificevidence” (23%) and “act as a responsible citizen locally and globally” (22%) as the leastimportant of the selected competencies.There was considerable difference in the views about student/graduate competence. A quarterof the students/graduates were completely confident in these selected competencies, in thesame proportions as they considered them very important. However, university careers staffhad much less confidence in their competence (0%) and employers were also less confident(3%).

23

CommentaryStudents/graduates

Clarifying valuesCareers with a conscience are important to graduates. They do not want to give the 70,000hours of their working life to an organisation that does not match their values. Some consider iteven more important than traditional attractions like status and money. Today's graduatesinvariably have a well-developed social conscience and want to do more over a lifetime thanmake lots of money. They also want to feel that they are making a difference to people's lives.

Having a voiceStudents are increasingly having a socially- and environmentally-conscious voice about bothuniversity and employer practices. People and Planet, a student-led environmental and anti-poverty action group, has recently produced a Green League table of UK universities. Thisfollows similar student action in the US which is having a significant impact on universityadmissions. The Corporate Social Responsibility Student Movement (CSRSM) was establishedin June 2005 in Singapore to raise awareness about CSR within the student body, encouraginginterest and further research into this area. This student voice is likely to grow stronger in theUK as universities try to attract bright and motivated students.

Choosing employersStudents/graduates have increasingly high expectations of employers to operate in a socially-and environmentally-responsible manner, echoing the expectations of employees, consumers,shareholders and governments. They may rule out applying for a suitable employmentopportunity because of the nature and culture of the employer, or because of negative publicityaround its environmental or employment practices.In the current graduate employment marketplace, graduate job hunters as 'customers' areaware and concerned about environmental and social issues. Evidence shows that theproportion of graduates wanting to work for a responsible organisation is growing. Corporateresponsibility is increasingly the key factor in attracting and retaining a talented and diversegraduate workforce. Significant numbers actively take these issues into account when decidingwhich employers to apply to. Most graduates have a strong belief in the power of responsiblebusiness practice to improve profitability over time.Students/graduates want to work for an employer whose values are consistent with their ownand they will stay with the organisation while this consistency remains. The challenge is thatemployers are not seen to respond to these demands as employee expectations rise.

Trusting employersAs students/graduates are sceptical of many of the ethical claims of, especially, largerbusinesses, there is more of a challenge to employers to convince potential graduate recruits ofthe tangible evidence of their social and environmental ethics. At a time of graduate, as well aspublic, cynicism about business, it is important that employers are honestly and practicallycommitted to their stated social and environmental responsibilities. However students/graduatesare two-faced, like many people including employers, in terms of their social and environmentalvalues and practice. On all sides, “PR” should be seen to mean more than just Public Relations– it should include Practicing Responsibility.

Needing employmentDebt and inexperienced financial management have a big impact on students’/graduates’ethical practice as they expect others to do more than they do, especially where consumerpurchasing and leisure time are concerned.

24

Employers

Recruiting graduatesAn employer's social and environmental responsibility has become a vital recruitment weapon inthe battle for top-quality graduate employees. Those employers who neglect this may beshutting the door on some of the country's top talent.Employers that are socially and environmentally responsible can attract a talented and diversegraduate workforce. The drivers for environmentally- and socially-responsible employer practiceinclude the innovation and creativity by staff; attraction and retention of staff; as well asavoidance of litigation, prosecution and penalties. There are clear benefits to employers ofaligning their values and interests to their employees. So recruiting the right graduate is vital tothe future of many organisations.

Making commitmentsMuch related research and media coverage shows the emerging needs and interests ofemployers in terms of sustainable development and CSR. Sustainability, sustainabledevelopment and CSR are now commonly used terms by public and private sector employers.Many FTSE500 businesses have incorporated sustainable development and CSR into theirannual reporting, management and operations. There is increasing evidence that small- tomedium-sized enterprises are being obliged, through the supply chain, legislation and generalstakeholder demand, to adopt these principles and practices. All employment sectors areaffected by this trend, whether consultancy, financial services, tourism, engineering ormarketing. In the public sector, the greening of all government departments, agencies and localauthorities is generating changes in organisational culture which rapidly translate intorecruitment.

Universities

Teaching competenciesMany students/graduates, academic staff and employers believe that social and environmentalresponsibility and ethics should be incorporated into campus management, teaching andlearning, and community links with universities. There is strong student interest in learning moreabout sustainable development and CSR, regardless of the area of study.There are several key drivers for change in university teaching and learning with, about and forsocial and environmental responsibility. These increasingly seem to be the standards for theaccreditation of courses by professional bodies, and the growing number of NationalOccupational Standards, supplemented by the growing number of Sector Skills Agreements.Students, especially in relatively non-sector-specific subjects, could rightly argue that theirinterests and needs for broad liberal education are a balancing driver for change. Somegovernment departments (such as DEFRA, DfID and DfES) are increasingly arguing fortransformative education that changes human behaviour as a route to a sustainable society.There is a common thread to these drivers and it is change towards more responsibleprofessional practice.

Working across disciplinesA major challenge is the cultural and institutional difference between the world of work and theworld of academia. Employers who are committed to sustainable development and CSRengage with an increasingly wide range of stakeholders. Employers value generalists andadapters and perceive academics valuing specialism. Sector Skills Councils often viewuniversity academics as conservative specialists who resist engagement and dialogue outsidetheir departments for fear of losing academic/research status and the erosion of their disciplinespecialism.

Working with employersThere seems to be a mismatch between what university students/graduates learn and whatemployers want, partly because neither universities nor employers can specify what is requiredin a common language. There is a need for mutual understanding between these two worlds.Higher education staff, careers advisory services, and students/graduates as well as employers

25

share the same understanding and speak the same language when considering the relationshipbetween graduate employability and employer sustainability. Also, students/graduates must beable to express and promote to potential employers the sustainability competencies skills andvalues they have developed.The professional bodies and Sector Skills Councils could act as useful partners for the SubjectCentres in exploring how education for sustainable development fits with both the supply anddemand side in terms of university teaching and learning. Fundamentally, the funding foruniversities, with its emphasis on research, does not encourage market research, partnershipsand risk-taking in the development of teaching and learning that meets the needs of bothemployers and students. The rapidly emerging commitments of employers to sustainabledevelopment and CSR may not yet be a paradigm shift in the world of employment but it doesindicate a significant cultural change amongst recruiters to which both students and universitystaff should respond.

RecommendationsThe research revealed a number of important insights with implications for university teachingand learning, university management and funding, human resource strategies, reputationmanagement, and communications with employers.

Teaching at university

Raise academic staff awareness about sustainable development and CSRBoth social and environmental responsibility should be considered together as they areinseparable. Sustainable development should be equally recognised and understood alongsideCSR.Academic staff should have their awareness raised about sustainable development and CSRfrom the perspective of the university campus and management, as well as from sector-specificemployers. This could focus on the needs and interests of employers and students about thesocial and environmental responsibilities of professionals in their sector, with support fromappropriate Sector Skills Council and professional bodies.

Relate student and staff volunteering to academic learningAcademics should take more interest in student volunteering like some innovative ContinuingProfessional Development (CPD) practices amongst employers. Many employers see theprofessional development benefits of employee volunteering.New and innovative strategic relationships between academic departments and studentvolunteering should be created, for example, in local community groups, schools and carehomes, through student unions or employment units, as well as through employee volunteeringwhich already has links to CPD.

Link universities and employersCreate new, innovative strategic relationships between universities and employers, as well asbetween academic departments, for example, social care employers with business schools,health sciences departments with economics departments..

Link sustainable development and CSR on campus with teaching and learningBoth academic staff and students may have little experience of employers other thaneducational institutions. So this would be an appropriate starting point for any exploration of theethics of employers – their motives, promotions, practices and policies. This would enablestudents to understand, identify and develop the values and practices associated with socially-and environmentally-responsible employers.

Influence the educators for sustainable developmentStaff with responsibility for education for sustainable development (ESD) in the HigherEducation Academy, the Higher Education Funding Council of England, key governmentdepartments, the Academy for Sustainable Communities and the Learning and Skills Council

26

could consult with key staff from Lifelong Learning UK to identify the skills needs of lifelonglearning staff in order to deliver ESD in line with the recent ESD policies and frameworks for theformal education sector.

Build on student behaviourThe commonest indicators of student responsibility (recycling, using public transport, shoppinglocally, etc.) should be used as starting points/hooks for translating the student’s responsibilitiesto other behaviours, and for reinforcing their current behaviours so they endure into working lifebeyond university.Alternatively, the student’s least common indicators of responsibility and their view of the mostcommon indicators of employer responsibility could be used as starting points for teaching andlearning, for example, investing ethically, buying environmentally-friendly products andsupporting charities and volunteering.

Advising students

Raise awareness of careers staff about sustainable development and CSRThe Association of Graduate Careers Advisory Services (AGCAS) could raise the awareness ofcareers and employability staff about employers’ approaches to work-life balance, employeevolunteering, ethical investment and consumption, resource efficiency, etc, and about how tocritically judge their statements on sustainable development and CSR. This could be done usingthe local case study of the university employer. There were lots of “don’t knows” from careersstaff about the ethics of the university’s financial practices. Careers advice is one area whereuniversities, professional bodies and employers come together. Career advisers should knowwhat questions students could ask and be asked by employers about their environmental andsocial responsibilities.

Guide students/graduatesHigher Education Academy Subject Centres could work with AGCAS and/or relatedprofessional bodies to produce guidance for students/ graduates, including emerging trends inemployability and sustainability, and case studies of responsible employers. It could alsoinclude guidance on how to clarify and express their own attitudes, behaviour and values, howto research and judge the values of a potential employer, and how to judge the added value ofwork experience.

Educate about careers as part of coursesCareers advice on what makes socially- and environmentally-responsible employers and how tospot them as a more integral part of taught courses could be developed. This already happenswith several university careers services but the impetus has to come from academic staff.

Teaching competencies

Match academic and work-related competenciesThe 28 Student Employability Competencies, defined by the Council for Industry and HigherEducation and others, provide a common language for students, graduates, HEIs andemployers in terms of recruitment and training by employers, course design by academics, andadvice from careers services. These competencies could be mapped against the Government’srequirements for sustainability literacy amongst professional graduates. Rather than just skills orunderstanding, they particularly focus on values – the personal or corporate guiding principlesthat lead to sustainable behaviour and action.Student Employability Profiles could be mapped with the newly emerging Sector SkillsAgreements to highlight opportunities for enhancing sustainability literacy. The HE AcademySubject Centres could work with their associated professional bodies and Sector Skills Councilsto use the Sector Skills Agreements and National Occupational Standards as a focus forexploring the sector-specific competencies related to sustainability required by employers.These competencies could be mapped to the Student Employability Profiles developed by theSubject Centres. SEMTA is aiming to develop a Careers and Competence Framework whichincludes sustainable development and CSR in its detailed job-specific skills for each sector.

27

Promote values educationTeaching and learning that explores personal and organisational values and ethics, especiallyrelated to social and environmental responsibilities, could be explored through interdisciplinarity,campus management, employability or careers modules, and careers services.

Promote citizenship alongside university teaching and learning as a key part of studentshipLocal and global citizenship may not be a key competence for employers but it should be theresponsibility of the university to support this though its own culture and management,stakeholder engagement, and its approach to volunteering and the local community.

Comparing students

Replicate this research related to specific subjects and employment sectorsAny mismatch between the subject-specific ESD interests and needs of students and the ESDinterests and needs of employers in related sectors, working with appropriate Sector SkillsCouncils and professional bodies, could be researched.

Developing curricula

Raise awareness about funding streams to market research employer and student needs andinterests, and develop new teaching and learningUniversities could use new funding streams to develop partnerships with employers,professional bodies, and others in order to market research and develop new teaching andlearning approaches based on the competencies required for employer environmental andsocial responsibility. These may be continuing professional development (CPD), orundergraduate or foundation degrees. Funding may come from a variety of sources such asHEFCE’s Strategic Development Fund (new funding for regional Higher Level Skills pathfinderprojects), the new 2007-2013 EU Leonardo Fund for Partnership for the development andtransfer of vocational training.

Explore new curriculum opportunitiesThe new Specialised Diplomas and Foundation courses are already showing signs of taking onboard new employer interests in sustainable development and CSR, potentially isolating fulltime degree courses from the world of work. For example, the new Business Administration andFinance Foundation course has a proposed Sustainability option and a topic on CSR in the draftSpecialised Diploma at Level 2.

Changing university cultureFaced with climate change, globalisation and the changing nature of society and governance,all employment sectors are being encouraged to welcome culture change as a route to moresustainable behaviour change. HEIs are no exception. They particularly need to respond quicklyto the rapid changes in the world of socially- and environmentally-responsible work. This is notjust a call for more vocational elements in university education. It is also a liberal route toenabling students to clarify and express their own values, matching them with those ofprospective employers. Lastly, it can also be a move towards more transformative educationenabling students/graduates and the whole HEI community to adopt more socially- andenvironmentally-responsible behaviour.

Enabling commitmentsNew ways in which employers and new graduates can make mutual ethical commitments totheir social and environmental responsibilities could be explored. StudentForce for Sustainabilityis currently considering how a series of stakeholders could make formal commitments such asthose below.

Students could aim to identify and minimise the social and environmental impacts of their futurejobs or professions, as well as to improve the social and environmental responsibility of theirfuture employers.

28

Career and employment services workers could aim to help students and new graduatesidentify the social and environmental impacts of possible jobs or professions and judge thesocial and environmental responsibility of possible employers.

Employers could aim to value social and environmental responsibility as part of graduaterecruitment in order to minimise their own social and environmental impacts.

Professional bodies

Professional bodies could aim to support the social and environmental responsibility of newgraduate members.

29

Appendices

Student/graduate questionnaire survey and results1392 responses from university students and recent graduates - 4 December 2006In which of the following sectors do you anticipate a career? 1st and 2nd

column

Yes Maybe No

Multinational business 36.00% 38.50% 25.50% 74.50%Public body or education 39.30% 45.00% 15.70% 84.30%

Small- and medium-sized business 33.20% 53.40% 13.40% 86.60%

Voluntary or not-for-profit organisation 20.20% 47.90% 31.90% 68.10%

Do you do any of the following?Always Often Sometimes Rarely Never

Recycle 36.90% 34.30% 19.80% 6.40% 2.60% 71.20%Support a charity 19.00% 26.60% 36.70% 14.10% 3.50% 45.60%Volunteer work 10.40% 14.80% 31.40% 26.60% 16.70% 25.20%Use public transport 36.20% 33.40% 18.70% 9.90% 1.80% 69.60%Invest ethically 7.20% 16.70% 32.80% 22.10% 21.20% 23.90%Shop locally 24.50% 46.80% 24.60% 3.60% 0.60% 71.30%Conserve energy 24.20% 41.50% 27.40% 5.60% 1.30% 65.70%Buy environmentally-friendly products 10.40% 36.70% 38.70% 11.70% 2.50% 47.10%

EMPLOYER OF CHOICEHow far do you agree or disagree that the following are important when selecting a potential employerand job?

Stronglyagree

Tend toagree

Neither Tend todisagree

Stronglydisagree

Financial performance of employer 21.00% 50.40% 20.90% 5.70% 1.90% 71.40%

Social and environmental ethics ofemployer

37.10% 49.00% 10.80% 2.60% 0.50% 86.10%

Services or goods provided tocustomer

38.30% 47.50% 11.50% 2.40% 0.40% 85.80%

Pay and perks 44.50% 46.80% 7.20% 1.20% 0.10% 91.30%Location and local environment 53.50% 39.80% 5.20% 1.30% 0.20% 93.30%

Atmosphere and culture of workplace 64.10% 32.80% 2.40% 0.40% 0.30% 96.90%

Career progression and professionaldevelopment

67.60% 29.30% 2.60% 0.50% 0.10% 96.90%

EMPLOYER RESPONSIBILITIESHow far do you agree or disagree that employers should be responsible to the following?

Stronglyagree

Tend toagree

Neither Tend todisagree

Stronglydisagree

Employees 78.10% 20.20% 1.30% 0.20% 0.10% 98.30%The local and global community 48.90% 41.80% 7.50% 1.50% 0.30% 90.70%

Shareholders 35.20% 41.80% 17.40% 4.70% 1.10% 77.00%Customers 68.40% 28.40% 2.30% 0.70% 0.10% 96.80%The local and global environment 53.10% 39.50% 6.00% 1.00% 0.50% 92.60%

Local and global producers/suppliers 37.90% 48.10% 11.30% 2.40% 0.30% 86.00%

30

Would you expect your future employer to do any of the following?Always Often Sometimes Rarely Never

Recycle 54.20% 35.30% 8.20% 1.90% 0.40% 89.50%Support a charity 30.90% 38.70% 25.10% 4.10% 1.10% 69.60%Support employee volunteer work 34.70% 35.70% 22.40% 6.00% 1.10% 70.40%Support the use of public transport 39.10% 35.90% 19.00% 4.00% 2.00% 75.00%Invest ethically 37.20% 36.40% 20.60% 4.00% 1.80% 73.60%Buy locally 24.70% 39.10% 28.30% 6.70% 1.30% 63.80%Conserve energy 57.90% 31.30% 8.50% 1.40% 0.90% 89.20%Buy environmentally-friendly products 37.20% 39.40% 18.70% 3.80% 1.00% 76.60%

How far do you agree or disagree that the following are important for choosing your future employer?Stronglyagree

Tend toagree

Neither Tend todisagree

Stronglydisagree

Financial performance 34.60% 46.90% 13.10% 4.40% 1.00% 81.50%Environmental performance 29.60% 49.10% 16.60% 4.20% 0.50% 78.70%Social performance 41.30% 47.10% 9.80% 1.60% 0.10% 88.40%

Have you ever considered the social and environmental ethicsof an employer before making a career decision?

Always 16.90%

Sometimes 56.50%

Never 26.60%

SUSTAINABILITY COMPETENCIESHow important do you think the following competencies are to employers?

Veryimportant

Important Quiteimportant

Notimportant

Analyse using many disciplines 41.10% 50.20% 7.70% 1.00% 91.30%Judge using precaution as well asscientific evidence

33.50% 51.90% 12.80% 1.80% 85.40%

Act as a responsible citizen locally &globally

34.40% 35.30% 20.20% 10.10% 69.70%

Plan for the long term as well as theshort term

55.70% 34.90% 7.60% 1.70% 90.60%

Use resources efficiently 57.10% 33.30% 8.00% 1.60% 90.40%Think of the whole system and thelinks

48.90% 39.70% 9.00% 2.30% 88.60%

How far do you feel you have you developed your abilities in each of these areas?I feel

completelycompetent

I feellargely

competent

I feel fairlycompetent

I do notfeel

competent

Analyse using many disciplines 21.40% 51.60% 24.30% 2.70% 73.00%Judge using precaution as well asscientific evidence

19.30% 52.20% 24.80% 3.70% 71.50%

Act as a globally responsible citizenlocally and globally

22.70% 47.10% 26.60% 3.60% 69.80%

Plan for the long term as well as theshort term

29.70% 47.80% 19.70% 2.80% 77.50%

Use resources efficiently 31.60% 49.40% 17.10% 1.90% 81.00%Think of the whole system and thelinks

24.40% 50.90% 21.70% 3.00% 75.30%

31

How important is it that these competencies are developed through university education?Very

importantImportant Quite

ImportantNot

important

Analyse using many disciplines 64.60% 29.90% 4.50% 0.90% 94.50%Judge using precaution as well asscientific evidence

53.30% 35.90% 8.90% 1.90% 89.20%

Act as a globally responsible citizenlocally and globally

42.40% 33.10% 18.50% 6.00% 75.50%

Plan for the long term as well as theshort term

57.70% 31.60% 8.50% 2.30% 89.30%

Use resources efficiently 54.80% 32.50% 10.40% 2.30% 87.30%Think of the whole system and thelinks

54.90% 34.10% 9.30% 1.60% 89.00%

SOURCES OF INFORMATIONWhich of the following resources would you use to find out about the performance and values of apotential employer?

Always Often Sometimes Rarely Never

Website and leaflets 72.30% 22.40% 4.20% 0.70% 0.40% 94.70%The employer's staff and reception 18.00% 33.40% 32.50% 13.30% 2.90% 51.40%Customers and service provided 23.00% 40.50% 27.30% 7.20% 1.90% 63.50%Job adverts 32.30% 37.20% 22.70% 6.60% 1.20% 69.50%Annual reports 17.40% 26.60% 30.10% 18.90% 7.00% 44.00%Indices and league tables 13.00% 26.90% 29.80% 21.60% 8.80% 39.90%Reputation with friends 27.20% 40.50% 24.70% 5.70% 1.90% 67.70%

RESPECT FOR EMPLOYERSCan you name the employer youmost respect in terms of their socialand environmental ethics?

100.00%

And the least respected employer?

100.00%

How far would you agree ordisagree with the followingstatements?

"Most employers practice and promote good social andenvironmental values."

Stronglyagree

2.40%

Tend toagree

27.20%

29.60%Neither 25.40%

Tend todisagree

36.10%

42.70%Stronglydisagree

6.60%

Don't know 2.30%

UNIVERSITY PRACTICE"Most universities practice and promote good social andenvironmental values."

Stronglyagree

8.40%

32

Tend toagree

47.50%

55.90%Neither 21.80%

Tend todisagree

17.90%

20.60%Stronglydisagree

2.70%

Don't know 1.70%

What would you like your university do in the future in terms of social and environmentalresponsibility?

Always Often Sometimes Rarely Never

Recycle 78.20% 17.90% 3.40% 0.20% 0.20% 96.10%Support a charity 44.20% 32.60% 18.40% 3.20% 1.60% 76.80%Support volunteer work 60.00% 28.70% 9.90% 0.80% 0.60% 88.70%Support use of public transport 65.20% 24.30% 8.50% 1.30% 0.70% 89.50%Invest ethically 56.00% 28.50% 12.00% 2.20% 1.40% 84.50%Buy locally 47.60% 31.80% 17.00% 2.80% 0.90% 79.40%Conserve energy 75.80% 19.20% 3.90% 0.80% 0.30% 95.00%Buy environmentally-friendly products 59.40% 27.90% 10.40% 1.60% 0.70%

87.30%

NEED FOR UNIVERSITY SUPPORT/CAREER ADVICEHave you asked for advice from your university career service?

A lot 14.60%

A little 61.90%

Never 23.60%

Would you like to get careers advice from your university aspart of your course?

Yes 69.60%

Maybe 24.80%

No 5.60%

Would you like to get more advice from your university careersservice on how to research the social and environmentalresponsibility of an employer?

Yes 51.80%

Maybe 35.50%

No 12.70%

33

Employer questionnaire survey and results

87 responses mainly from human resources staff - 4 January 2007Do you have a policy on sustainable development,environmental management or corporate socialresponsibility?

77.00% Yes, inplace

10.30% Currentlydeveloping

6.90% No5.70% Don't

know

Does this policy affect the way your organisationrecruits recent graduates?

26.30% Yes55.30% No18.40% Don't

know

In what way does this policy affect theway your organisation recruits recentgraduates?

100.00%

Do you have a member of staff responsible forenvironmental management, sustainabledevelopment or corporate social responsibility?

54.00% Yes, fulltime

16.10% Yes, parttime

18.40% No11.50% Don't

know

Does your organisation do any of the following?Never Rarely Sometimes Often Always Don't

know

Recycle 2.30% 0.00% 6.90% 46.00% 44.80% 0.00%Support a charity 4.60% 1.10% 9.20% 23.00% 62.10% 0.00%

Support employee volunteer work 4.60% 8.00% 16.10% 23.00% 46.00% 2.30%Support the use of public transport

3.40% 10.30% 9.20% 24.10% 44.80% 8.00%Invest ethically 9.20% 5.70% 9.20% 18.40% 21.80% 35.60%

Buy locally 3.40% 3.40% 19.50% 31.00% 11.50% 31.00%Conserve energy 0.00% 5.70% 17.20% 43.70% 25.30% 8.00%

Buy environmentally-friendly products2.30% 2.30% 20.70% 51.70% 11.50% 11.50%

How often would your organisation expect a potential employee to do the following in their home life?Never Rarely Sometimes Often Always Don't

know

Recycle 12.60% 4.60% 11.50% 33.30% 12.60% 25.30%Support a charity 12.60% 2.30% 26.40% 27.60% 5.70% 25.30%

Volunteer work 12.60% 4.60% 36.80% 17.20% 2.30% 26.40%Use public transport 12.60% 4.60% 27.60% 27.60% 3.40% 24.10%

Invest ethically 16.10% 5.70% 18.40% 19.50% 4.60% 35.60%

34

Buy locally 13.80% 4.60% 25.30% 19.50% 3.40% 33.30%Conserve energy 12.60% 4.60% 20.70% 29.90% 9.20% 23.00%

Buy environmentally-friendly products13.80% 3.40% 23.00% 28.70% 4.60% 26.40%

How far would you agree or disagree that your organisation focuses on the following to attract potentialemployees?

Stronglydisagree

Tend todisagree

Neither Tend toagree

Stronglyagree

Financial performance 8.00% 4.60% 13.80% 50.60% 23.00%Social and environmental ethics

1.10% 11.50% 12.60% 51.70% 23.00%Services or goods provided to customers

0.00% 3.40% 9.20% 28.70% 58.60%Pay and perks 1.10% 8.00% 12.60% 47.10% 31.00%

Location and local environment 0.00% 8.00% 26.40% 39.10% 26.40%Atmosphere and culture of workplace

0.00% 2.30% 12.60% 37.90% 47.10%Career progression and professional

development0.00% 1.10% 6.90% 33.30% 58.60%

Within your organisation, is social or environmental responsibility.....Never Rarely Sometimes Often Always

...mentioned in publicly-accessibleinformation (e.g., on the website)? 5.70% 4.60% 16.10% 31.00% 42.50%

...used in the selection of recent graduates?

23.00% 18.40% 28.70% 18.40% 11.50%...asked about by interviewers? 17.20% 26.40% 41.40% 8.00% 6.90%

...asked about by recent graduates atinterview?

14.90% 25.30% 34.50% 20.70% 4.60%...included in the induction of recent

graduates?17.20% 16.10% 18.40% 23.00% 25.30%

...included in staff training? 13.80% 11.50% 32.20% 21.80% 20.70%

How far would you disagree or agree with the following statements:Stronglydisagree

Tend todisagree

Neither Tend toagree

Stronglyagree

Don'tknowIt will be financially rewarding for our

organisation to be socially andenvironmentally responsible in the future. 3.40% 2.30% 11.50% 39.10% 41.40% 2.30%We are responsible to both the local andglobal community.

0.00% 0.00% 2.30% 33.30% 62.10% 2.30%We are responsible to both the local andglobal environment.

0.00% 2.30% 5.70% 25.30% 64.40% 2.30%We are responsible to both our local andglobal producers/suppliers.

1.10% 3.40% 8.00% 42.50% 41.40% 3.40%It is important for employers to take theirresponsibilities to society, the environmentand the communities in which they operateseriously.

2.30% 1.10% 6.90% 23.00% 66.70% 0.00%We will be looking in the future to employrecent graduates that are socially andenvironmentally responsible.

3.40% 9.20% 25.30% 37.90% 16.10% 8.00%Most graduate applicants practice andpromote good social and environmentalvalues.

2.30% 9.20% 28.70% 35.60% 11.50% 12.60%It is easy to find recent graduates whosesocial and environmental values fit withthose of the organisation.

1.10% 9.20% 28.70% 35.60% 16.10% 9.20%

35

Universities should do more to preparestudents for working with employers whoare socially and environmentallyresponsible.

3.40% 9.20% 25.30% 43.70% 11.50% 6.90%Graduate applicants understand sustainabledevelopment and corporate socialresponsibility.

2.30% 8.00% 26.40% 46.00% 8.00% 9.20%

Which of the following would your organisation expect a recent graduate to use to research yourorganisation?

Never Rarely Sometimes Often Always

Job adverts 1.10% 5.70% 20.70% 48.30% 24.10%Website and leaflets 0.00% 0.00% 2.30% 31.00% 66.70%

Annual reports 5.70% 18.40% 35.60% 27.60% 12.60%Indices and league tables 4.60% 12.60% 43.70% 28.70% 10.30%

Staff and reception at your organisation4.60% 9.20% 33.30% 36.80% 16.10%

Customers and service provided3.40% 11.50% 28.70% 44.80% 11.50%

Reputation amongst friends 2.30% 4.60% 18.40% 60.90% 13.80%

The following are competencies that specifically relate to environmental and social responsibility. How fardo you disagree or agree that your organisation considers them when selecting recent graduates for staffposts?

Stronglydisagree

Tend todisagree

Neither Tend toagree

Stronglyagree

Analyse using many disciplines 2.30% 6.90% 21.80% 48.30% 20.70%Judge using precaution as well as scientific

evidence3.40% 10.30% 32.20% 41.40% 12.60%

Act as a responsible citizen locally andglobally

2.30% 9.20% 28.70% 46.00% 13.80%Plan for the long term as well as the short

term 1.10% 3.40% 14.90% 58.60% 21.80%Use resources efficiently 2.30% 2.30% 20.70% 52.90% 21.80%

Think of the whole system and the links 1.10% 3.40% 18.40% 54.00% 23.00%

What level of competency do you feel your current recent graduate applicants have in thefollowing?

Notcompetent

Fairlycompetent

Largelycompetent

Completelycompetent

Analyse using many disciplines 5.70% 46.00% 43.70% 4.60%Judge using precaution as well as scientific

evidence14.90% 43.70% 37.90% 3.40%

Act as a globally responsible citizen locallyand globally

8.00% 49.40% 37.90% 4.60%Plan for the long term as well as the short

term 10.30% 44.80% 42.50% 2.30%Use resources efficiently 11.50% 41.40% 44.80% 2.30%

Think of the whole system and the links 12.60% 44.80% 40.20% 2.30%

How important is it that these competencies are developed through university education?Not

importantQuite

Importantimportant Very

important

Analyse using many disciplines 2.30% 23.00% 41.40% 33.30%Judge using precaution as well as scientific

evidence4.60% 28.70% 39.10% 27.60%

Act as a globally responsible citizen locallyand globally

6.90% 21.80% 55.20% 16.10%Plan for the long term as well as the short

term 1.10% 13.80% 39.10% 46.00%Use resources efficiently 3.40% 18.40% 43.70% 34.50%

36

Think of the whole system and the links 4.60% 12.60% 51.70% 31.00%

Do you have any other comments orquotes that you wish to include?

18.40%

How much, if anything, did you know about the following before completing this questionnaire?I'd never

heard of itNothing at

allNot very

muchA fair

amountA great

deal

Corporate Social Responsibility 0.00% 2.30% 9.20% 57.50% 31.00%Sustainable Development 0.00% 0.00% 23.00% 51.70% 25.30%

Name:

100.00%

Job Title:

100.00%

Organisation:

100.00%

E-mail:

In which of the following categories is your organisation?51.70% Business

with over500employees

23.00% Public bodyoreducation

17.20% Businesswith under500employees

8.00% Voluntary ornot-for-profitorganisation

How many recent graduates arerecruited each year, if any?

100.00%

Would you be prepared to take part in a telephone interview lasting up to 15minutes, aimed at collecting qualitative data on the subject of social andenvironmental responsibility?

19.50% Yes 80.50% No

Please enter your telephone numberbelow, omitting any spaces:

92.30%

37

University careers staff questionnaire survey and results

22 responses from University Careers Staff - 18 September 2006How far would you disagree or agree with the following statements about your institution?

Stronglydisagree

Tend todisagree

Neither Tend toagree

Stronglyagree

Don'tknowWe advertise our policy of social and

environmental ethics to attract potentialstudents. 21.70% 39.10% 0.00% 0.00% 0.00% 39.10%

We actively seek to work with socially- andenvironmentally-responsible employers. 13.00% 30.40% 0.00% 26.10% 0.00% 30.40%

Most students practice and promote goodsocial and environmental values. 0.00% 39.10% 26.10% 21.70% 0.00% 13.00%

Most students understand sustainabledevelopment and corporate social

responsibility.8.70% 30.40% 13.00% 26.10% 0.00% 21.70%

We currently look for new students whosesocial and environmental ethics match those

of the institution.26.10% 30.40% 0.00% 0.00% 0.00% 43.50%

We will increasingly look to recruit newstudents that are socially andenvironmentally responsible.

34.80% 13.00% 4.30% 4.30% 0.00% 43.50%

Comments

30.40%

How far would you agree or disagree with the following statements about graduate employers?Stronglydisagree

Tend todisagree

Neither Tend toagree

Stronglyagree

Don'tknowIt will be financially rewarding for employers

to be socially and environmentallyresponsible in the future. 0.00% 4.30% 13.00% 56.50% 26.10% 0.00%

We inform graduate applicants aboutemployer responsibility to the local

community. 8.70% 39.10% 26.10% 17.40% 0.00% 8.70%We inform graduate applicants about

employer responsibility to the environment. 13.00% 26.10% 26.10% 21.70% 0.00% 13.00%Students increasingly consider the social

and environmental values of a potentialemployer. 0.00% 13.00% 13.00% 56.50% 13.00% 4.30%

Employers will increasingly look to employrecent graduates that are socially and

environmentally responsible.0.00% 26.10% 17.40% 34.80% 0.00% 21.70%

Universities should do more to preparestudents for working with employers who are

socially and environmentally responsible.0.00% 0.00% 13.00% 60.90% 21.70% 4.30%

Comments

17.40%

The following are competencies that specifically relate to environmental and social responsibility. How fardo you disagree or agree that employers consider them when selecting recent graduates for staff posts?

Stronglydisagree

Tend todisagree

Neither Tend toagree

Stronglyagree

Analyse using many disciplines 0.00% 8.70% 17.40% 69.60% 4.30%Judge using precaution as well as scientific

evidence 0.00% 21.70% 34.80% 39.10% 4.30%Act as a responsible citizen locally and

globally 4.30% 26.10% 13.00% 56.50% 0.00%Plan for the long term as well as the short

term 0.00% 13.00% 8.70% 73.90% 4.30%Use resources efficiently 0.00% 8.70% 17.40% 65.20% 8.70%

Think of the whole system and the links 0.00% 13.00% 17.40% 60.90% 8.70%

38

What level of competency do you feel recent graduates currently have in the following?Not

competentFairly

competentLargely

competentCompletelycompetent

Analyse using many disciplines 34.80% 52.20% 13.00% 0.00%Judge using precaution as well as scientific

evidence 26.10% 65.20% 8.70% 0.00%Act as a globally responsible citizen locally

and globally 21.70% 60.90% 17.40% 0.00%Plan for the long term as well as the short

term 43.50% 47.80% 8.70% 0.00%Use resources efficiently 17.40% 69.60% 13.00% 0.00%

Think of the whole system and the links 39.10% 60.90% 0.00% 0.00%

How important is it that these competencies are developed through university education?Not

importantQuite

Importantimportant Very

important

Analyse using many disciplines 0.00% 8.70% 47.80% 43.50%Judge using precaution as well as scientific

evidence 0.00% 26.10% 52.20% 21.70%Act as a globally responsible citizen locally

and globally 0.00% 17.40% 56.50% 26.10%Plan for the long term as well as the short

term 0.00% 0.00% 56.50% 43.50%Use resources efficiently 0.00% 13.00% 47.80% 39.10%

Think of the whole system and the links 0.00% 0.00% 56.50% 43.50%

Comments

21.70%

Does your institution do any of the following?Never Rarely Sometimes Often Always Don't

knowRecycle 0.00% 4.30% 30.40% 52.20% 13.00% 0.00%

Support a charity 0.00% 0.00% 30.40% 34.80% 21.70% 13.00%Support employee volunteer work 4.30% 0.00% 17.40% 34.80% 34.80% 8.70%

Support the use of public transport 0.00% 8.70% 21.70% 30.40% 30.40% 8.70%Invest ethically 0.00% 4.30% 4.30% 8.70% 0.00% 82.60%

Buy locally 0.00% 4.30% 13.00% 13.00% 4.30% 65.20%Conserve energy 4.30% 21.70% 39.10% 17.40% 4.30% 13.00%

Buy environmentally-friendly products 0.00% 17.40% 30.40% 8.70% 0.00% 43.50%

How often would you expect a student or recent graduate to do the following?Never Rarely Sometimes Often Always

Recycle 0.00% 4.30% 43.50% 43.50% 8.70%Support a charity 0.00% 13.00% 47.80% 34.80% 4.30%

Volunteer work 0.00% 13.00% 56.50% 26.10% 4.30%Use public transport 0.00% 4.30% 39.10% 47.80% 8.70%

Invest ethically 13.00% 47.80% 26.10% 8.70% 4.30%Buy locally 0.00% 17.40% 47.80% 30.40% 4.30%

Conserve energy 0.00% 8.70% 69.60% 13.00% 8.70%Buy environmentally-friendly products 0.00% 17.40% 69.60% 13.00% 0.00%

Comments

34.80%

How much, if anything, did you know about the following before completing this questionnaire?A great

dealA fair

amountNot very

muchNothing at

allI'd never

heard of it

Corporate Social Responsibility 4.30% 47.80% 43.50% 4.30% 0.00%Sustainable Development 4.30% 47.80% 47.80% 0.00% 0.00%

39

Useful ResourcesAction Research for Change towards Sustainability (ACTS) Team. 2004. Action Research for

Change towards Sustainability: Change in Curricula and Graduate Skills towardsSustainability. An Australian Department for Education & Heritage Report [online].[Accessed 30th January 2008]. Available from World Wide Web:<http://www.deh.gov.au/education/publications/acts.html>

Agombar, J. 2004. The Work of NUS Services’ Ethical and Environmental Committee inGreening the Student Supply Chain [online]. [Accessed 30th January 2008]. Availablef r o m W o r l d W i d e W e b :<http://neupg.procureweb.ac.uk/environment/SustainablePurchasingForUniversities-EAUC.pdf>

AIESEC International. 2005. Youth Opinion on World Issues [online]. [Accessed 30th January2008]. Available from World Wide Web: <http://www.aiesec.org/website/Survey-results.pdf>

Balch, O. 2004. Companies’ Ethical Reports Branded Ineffective [online]. [Accessed 30th

J a n u a r y 2 0 0 8 ] . A v a i l a b l e f r o m W o r l d W i d e W e b :<http://www.guardian.co.uk/ethicalbusiness/story/0,,1341673,00.html>

Burrows, G. 2005. So, What Is an Ethical Career? Ethical Careers Guide 2005/2006. London:ngo.media ltd, pp.2-3

Business in the Community. 2003. The Business Case for Corporate Responsibility [online].[Accessed 30th January 2008]. Available from World Wide Web:<http://www.bitc.org.uk/document.rm?id=5253>

Business in the Community. 2003. Responsibility: Driving Innovation, Inspiring Employees.London: FastForward Research.

Business in the Community. 2004. The CommunityMark [online]. [Accessed 30th January 2008].A v a i l a b l e f r o m W o r l d W i d e W e b :<http://www.bitc.org.uk/take_action/in_the_community_community_investment/measuring_and_reporting/>

Business in the Community. 2004. Environment Index 2004 Report [online]. [Accessed 30th

J a n u a r y 2 0 0 8 ] . A v a i l a b l e f r o m W o r l d W i d e W e b :<http://www.bitc.org/uk/document.rm?id=4428>

Business in the Community. 2006. Students Learn that Corporate Social Responsibility Is Justthe Business [online]. [Accessed 30th January 2008]. Available from World Wide Web:<http://www.bitc.org.uk/resources/case_studies/students_learn.html>

Cade, A. and Tennant, I. 2006. Graduate Employability for Sustainability. The Environmentalist.2006 (April)

Chime Communications plc. 2007. Our Environment, Our Communities, Our People [online].[Accessed 4th February 2008]. Available from World Wide Web:<http://www.chime.plc.uk/downloads/CR-Report-2007.pdf>

CIPD. 2003. Corporate Social Responsibility and HR’s Role [online]. [Accessed 30th January2 0 0 8 ] . A v a i l a b l e f r o m W o r l d W i d e W e b :<http://www.cipd.co.uk/subjects/corpstrtgy/corpsocres/csrandhr.htm>

CIPD. 2006. Making CSR Happen: the Contribution of People Management [online]. [Accessed30th J a n u a r y 2 0 0 8 ] . A v a i l a b l e f r o m W o r l d W i d e W e b :<http://www.cipd.co.uk/subjects/corpstrtgy/corpsocres/_mkngcsrhpn.htm?IsSrchRes=1>

Corporate Citizenship. 2003. Good Companies, Better Employees [online]. [Accessed 3rd

February 2008]. Available from World Wide Web: <ht tp : / /www.corporate-citizenship.co.uk/wp-content/uploads/2008/01/hr3_final.pdf>

CSR Academy. 2004. The CSR Competency Framework [online]. [Accessed 30th January2 0 0 8 ] . A v a i l a b l e f r o m W o r l d W i d e W e b :<http://www.bitc.org.uk/resources/training/csr_academy/csr_acad_pubs.html>

40

CSR Wire. 2003. Students Think There Should Be More CSR Taught at Universities [online].[Accessed 30th January 2008]. Available from World Wide Web:<http://csrwire.com/PressRelease.php?id=1884>

CTN Communications. 2004. CSR Online Survey [online]. [Accessed 30th January 2008].Available from World Wide Web: <h t t p : / / 2 1 3 . 2 1 9 . 8 . 1 0 2 / p d f s / c s r -survey/2004/fortune100.pdf>

Dawkins, J. 2005. Employees’ attitudes to corporate responsibility [online]. [Accessed 2nd

D e c e m b e r 2 0 0 5 ] . A v a i l a b l e f r o m W o r l d W i d e W e b :<http://www.bitc.org.uk/research/index.html>

de Geus, A. 1988. Planning as Learning. Harvard Business Review. 1988 (March-April), pp.70-47East, J. 2005. Saying No to Dirty Work [online]. [Accessed 30th January 2008]. Available from

W o r l d W i d e W e b :<http://findarticles.com/p/articles/mi_qn4158/is_20050616/ai_n14669435>

Ethical Consumer Information Systems Limited. 2006. Corporate Critic [online]. [Accessed 3rd

February 2008]. Available from World Wide Web: <http://www.corporatecritic.org>Forum for the Future. 2004. Sustainability Literacy: Knowledge and Skills for the Future.

Workshop attended in London in July 2004Graduate Prospects. 2006. Prospects Directory 2006. Manchester: Graduate ProspectsGraduate Recruiter. 2006. CSR: the Competitive Advantage? Graduate Recruiter. 2006 (April)Grayson, D. 2005. Responsible Business: CSR and Small Firms [online]. [Accessed 1st

F e b r u a r y 2 0 0 8 ] . A v a i l a b l e f r o m W o r l d W i d e W e b :<http://www.davidgrayson.net/display_whats_new?id=1899>

High Fliers Research Ltd. 2008. The UK Graduate Careers Survey 2008 [online]. [Accessed 4th

F e b r u a r y 2 0 0 8 ] . A v a i l a b l e f r o m W o r l d W i d e W e b :<http://www.highfliers.co.uk/download/survey08.pdf>

Higher Education Academy. 2005. Employability and Enterprise [online]. [Accessed 3rd February2 0 0 8 ] . A v a i l a b l e f r o m W o r l d W i d e W e b :<http://www.heacademy.ac.uk/ourwork/learning/employability>

Higher Education Academy. 2006. Sustainable Development in Higher Education: CurrentPractice and Future Developments – A Progress Report for Employers, Unions and theProfessions [online]. [Accessed 1st February 2008]. Available from World Wide Web:<http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id586_sustainable%20development_employers_report.pdf>

Higher Education Academy. 2006. Sustainable Development in Higher Education: CurrentPractice and Future Developments – A Progress Report for Senior Managers in HigherEducation [online]. [Accessed 1st February 2008]. Available from World Wide Web:<http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id587_sustainable_development_managers_report.pdf>

Higher Education Academy. 2006. Learning for Sustainable Futures. Workshop attended inLiverpool on 23rd–24th March 2006

Higher Education Statistics Agency. 2005. Destinations of Leavers from Higher Education in theUnited Kingdom for the Academic Year 2003/04. Cheltenham: Higher EducationStatistics Agency

Idle, T. 2006. Editorial. Environment Business. 2006 (April)Ipsos MORI. 2003. Ethical Companies [online]. [Accessed 31st January 2008]. Available from

World Wide Web: <http://www.mori.com/polls/2003/mori-csr.shtml>Jones, H. 2005. Is Corporate Social Responsibility Important to You? [online]. [Accessed 31st

J a n u a r y 2 0 0 8 ] . A v a i l a b l e f r o m W o r l d W i d e W e b :<http://www.milkround.com/s4/jobseekers/news/general/editorial_display.asp?newsid=5100&from=1>

41

Kramer M., Pfitzer, M., and Lee, P. 2005. Competitive Social Responsibility. Boston:Foundation Strategy Group & Center for Business and Government, John F. KennedySchool of Government, Harvard University

Maestri, E., Larsen, K., Chlebik, R., Fettig, J., and Maarleveld, P. 2001. Labour Market ProjectFinal Report: An Analysis of the Environmental Labour Market in Five EuropeanCountries [online]. [Accessed 4th February 2008]. Available from World Wide Web:<http://essence.vsnu.nl/servlet/nl.gx.vsnu.client.http.GetFile?id=21453>

Matthews, V. 2004. Care in the Business Community [online]. [Accessed 31st January 2008].A v a i l a b l e f r o m W o r l d W i d e W e b :<http://www.independent.co.uk/student/postgraduate/care-in-the-business-community-553945.html>

Robinson, S. 2005. Ethics and Employability. York: Higher Education AcademySenge, P. 1990. The Fifth Discipline: The Art & Practice of The Learning Organisation. London:

Century BusinessShort, Z. 2006. Moral maze [online]. [Accessed 3rd February 2008]. Available from World Wide

Web: <http://education.guardian.co.uk/students/graduation/story/0,,1680967,00.html>Smith, H. 2001. Briefings on Employability 1: Issues for Employers. York: Higher Education

AcademyUniversum. 2007. Graduate Survey 2005 - UK Edition [online]. [Accessed 3rd February 2008].

Available from World Wide Web: <http://www.universumeurope.com/ukgs2005.aspx>Zadek, S. 2001. The Civil Corporation: The New Economy of Corporate Citizenship. London:

Earthscan